Abstract
AbstractProduct portfolios are used as alternatives to traditional assessments and have recently been considered in the field of gifted education. This study examined the validity of using portfolios in the identification of 730 kindergarten through sixth-grade students for a gifted program. The research questions focused on the relationships among portfolio scores and measures of motivation, achievement, and creativity; ethnicity and race; and placement in a gifted program. The hypotheses were analyzed using nonparametric inferential and descriptive statistics. This study suggests that product portfolios may provide useful information for teachers interested in talent development.
Published Version
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